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WJCC To Begin New Math Curriculum For Middle SchoolsBy Amber Lester Kennedy Thursday, January 20, 2011 In order to better prepare students to meet state math standards, Williamsburg-James City County schools will be changing the progression of math classes in elementary and middle school. At a School Board work session on Tuesday, Terri Roettinger, coordinator of mathematics for the division, reviewed changes that will take place at the middle school level. Until last year, all students were taught according to standards adopted by the Virginia Department of Education in 2001; the standards were updated in 2008 and now demand students learn more at earlier ages. The new curriculum will reflect the administration’s goal to see students “exposed to the highest math possible,” according to Assistant Superintendent of Academic Services Dianna Lindsay. She would like to see all students take statistics and/or calculus before graduating. “If you don’t leave high school with the minimum of a good statistical background, you’ve lost an opportunity to make selections in our post-secondary world,” she said. The first step, according to the administration, is to increase the number of students taking Algebra I in the eighth grade. They also would like to create more opportunities for eighth-graders to take Geometry. To do this, they’ll be altering the course sequence, starting with rising sixth graders (the class of 2018) next year. Currently, students in middle school follow three possible sequences. In sequence one, which serves 55 percent of the current middle school student body, students take Math 6 in sixth grade, Math 7 in seventh grade and Pre-Algebra in eighth grade. In sequence two, sixth-graders take math 6, then pre-Algebra and are in Algebra I by eighth grade. In sequence three, advanced students take math 7 in sixth grade, then Pre-Algebra in seventh and Algebra in eighth. The most advanced students, about 5 percent currently, take pre-Algebra in sixth grade, Algebra I in seventh and Geometry in eighth. When the changes take effect next year, sixth graders will take a course called “Foundations of Algebra Part I,” which will incorporate parts of the courses that were previously taught, but with more focus toward preparing the students for Algebra. In seventh grade, students will take “Foundations of Algebra Part II.” If they’re successful, they’ll move on to Algebra in eighth grade, but if they still need help, they’ll take a “Foundations of Algebra Part III” class. That class will team a math teacher with a math specialist, and cap the class size at 20 students. The changes will also present an opportunity to identify students who are gifted in math, but might not have originally qualified for the Visions gifted and talented program. Students who earn a score of 500 or higher on both their fourth grade and fifth grade SOLs, along with a score of 85 or higher on the final assignment in Foundations of Algebra Part I, will have an opportunity to advance through the courses at an accelerated pace. Roettinger will present the changes at the elementary level at a later meeting. To learn more about changes to the math sequence, click here. |
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Comments
I asked my daughter's 4th grade teacher the same question earlier this year, and got basically the same response, "Studies have shown that switching classes does not lead to better outcomes." I've think we found an agreed upon talking point used to quell parents' concerns.
I'd love to see one of these studies too. Is anyone aware of legitimate research showing that's the best outcome is achieved by teaching to the least common denominator? In my daughter's class they spent significant time reviewing rounding numbers three separate times. Mind you this was something they had already done in second grade.
For those students who aren't getting it, it's the teacher's job to work with them until they do. But for goodness sake, let the rest of the students move on.
The repair is better late than never I guess.
Last year, as part of the Watch Dogs program, I sat in my son's third grade math class. I was completely shocked as what I saw. These third graders were doing what the teacher called Hands On Equations. It was basically algebra, where they were solving equations for x, for example something like this:
x + 7x = 18 - x
Granted this is not solving the quadratic equation, but for third graders, I think it's pretty advanced stuff. This class was not part of the Visions program. It was merely a combination of students from the third grade.
When I hear that a principle says that changing classes does not lead to better outcomes, I have to shake my head. I'm guessing these principles are more concerned about passing the SOL's than each student reaching his or her potential.